國中實習教師師生互動策略之質性研究

dc.contributor譚光鼎zh_TW
dc.contributor.author張育嫻zh_TW
dc.contributor.authorZhang Yu Xianen_US
dc.date.accessioned2019-08-28T09:57:41Z
dc.date.available2003-8-26
dc.date.available2019-08-28T09:57:41Z
dc.date.issued2003
dc.description.abstract本研究採取觀察與訪談的方式,由實習教師的觀點出發,希冀瞭解國中實習教師面對實際 教學情境時,為達特定目的所使用的互動策略,以及這些策略的相關因素。本研究所獲致 的結論如下: 一、實習教師與學生在教室情境中欲達成的目的中,唯有樂趣情境為共同目的,但實習教 師希望樂趣情境建立於秩序情境之上,學生只希望樂趣情境。 二、無論是實習教師或是學生為達成特定目的所發展的互動策略不僅可以達到預定的目的 ,同時也可能促進對方目的的達成。 三、實習教師的教室情境定義從兼具「樂趣與秩序的理想情境」轉變為「秩序情境」,因 為「秩序情境」有利於教學進度的掌控。 四、實習教師與學生除了對教室情境定義不一樣外,對於教室情境中的時間運用也不一致 。 五、在教室情境中師生雙方均有消極性的策略,這些策略會造成師生關係疏離。 六、實習教師明顯感受時間壓力,他們為極力爭取教學時間會將教室情境例行化。 七、教室情境的例行化使得師生互動模式亦例行化,師生雙方所運用的策略很快就定型, 並無明顯的轉變與更動。 八、為維護良好師生關係,實習教師會嘗試與學生協商,一方面希望知道學生的意見,一 方面確也希望貫徹自己的規劃,最後形成「表面民主,實則維護自我私利」的協商關係。 九、實習教師身份並不會影響師生互動,而實際會影響師生互動的因素實是實習教師的個 人特質。 十、實習同儕團體並未影響師生互動,但提供了情緒抒發的管道;實習輔導教師為影響實 習教師師生互動的重要他人,他們會傳遞固定的師生互動模式與策略給實習老師。zh_TW
dc.description.abstractThe purposes of this study are to understand, from junior high school intern teachers’ perspectives, the interaction strategies of intern teachers when they are in the face of real classroom situation. Participant observation and depth interview have been adopted in this study. The major findings are as follows: 1. Intern teachers and students have same purpose in the classroom, which is ‘ pursuing funning situation’, but what intern teachers mean ‘funning situation ’ is based on classroom order. 2. The definition of classroom situation of intern teachers’ change from ‘ order and funning’ to ‘only order’, because good classroom order is helpful to the progress of teaching. 3. Intern teachers feel the pressure of time obviously, therefore they must learn how school time runs and try to adapt it. In order to adapt the whole school time, intern teachers would make the classroom situation to be routine, and it will further promote routine interaction strategies. 4. The identity of intern teachers do not influence the teacher-pupils interaction, however, the personal characteristics do make influences. 5. The mentors are significant others of intern teachers, because they convey stable interaction process and show the routine interaction strategies.en_US
dc.description.sponsorship教育學系zh_TW
dc.identifierN2003000368
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22N2003000368%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90344
dc.language中文
dc.subject實習教師zh_TW
dc.subject師生互動zh_TW
dc.subject互動策略zh_TW
dc.subjectintern teacheren_US
dc.subjectteacher-pupils interactionen_US
dc.subjectnteraction strategiesen_US
dc.title國中實習教師師生互動策略之質性研究zh_TW
dc.titleA qualitative study on teacher-pupils interaction strategies of junior high school intern teachersen_US

Files

Original bundle

Now showing 1 - 5 of 6
No Thumbnail Available
Name:
036801.pdf
Size:
275.16 KB
Format:
Adobe Portable Document Format
No Thumbnail Available
Name:
036802.pdf
Size:
336.63 KB
Format:
Adobe Portable Document Format
No Thumbnail Available
Name:
036803.pdf
Size:
494.65 KB
Format:
Adobe Portable Document Format
No Thumbnail Available
Name:
036804.pdf
Size:
672.63 KB
Format:
Adobe Portable Document Format
No Thumbnail Available
Name:
036805.pdf
Size:
480.61 KB
Format:
Adobe Portable Document Format

Collections